The Role of Multimodal Analysis for the Critical Understanding of Childhood Meanings by Kindergarten Teachers

Abstract

This article discusses the role of multimodal analysis in teacher education in Early Childhood Education. It starts with important reflections on the meanings of different types of childhood and pedagogical documentation to present the proposal of a multimodal digital narrative as a way to build possibilities for apprehending reality in a critical and engaged way. The analysis of scenes before the pandemic, during the period of remote education and after the return in person allows us to visualize practices based on more traditional conceptions and also proposals that are more centered on a socio-historical-cultural vision. Teacher education based on the observation of these multimodal digital narratives with an emphasis on multimodal analysis seems to indicate paths for important reflections together with educators and for the construction of more liberating practices.